1. 1 Developing as a Professional ED 1010

2. 2 Beginning Teachers’ Beliefs When I begin teaching, I will be a better teacher than most of the teachers now in the field. As I gain experience in teaching, I expect to become more confident in my ability to help children learn. The most effective teachers are those best able to clearly explain the content they teach their students.

3. 3 Beginning Teachers’ Beliefs (continued) I will learn about most of the important aspects of teaching when I get into a classroom. If I thoroughly understand the content I’m teaching, I’ll be able to figure out a way of getting it across to students. Unfortunately, these beliefs are incorrect and can interfere with beginning teachers’ professional development.

4. 4 Typical Requirements of Traditional Licensure Bachelor’s degree Competency test for basic skills Test of professional knowledge –35 states use PRAXIS –15 states use their own tests

5. 5 Alternative Licensure Requirements –Bachelor’s degree –Licensure test(s) –Brief intensive clinical experience –Supervised teaching internship

6. 6 Alternative Licensure (continued) Advantages –Often a quicker route into the classroom –Targets high-teacher-need areas like math, science, special education, and urban teaching positions Disadvantages –Can be sink-or-swim, with high attrition rates –May not include crucial mentoring and supervision assistance

7. 7 Developing a Professional Reputation Often required for letters of recommendation Related to conscientious work in classes Time to begin developing is NOW

8. 8 Where Are the Jobs? Geography—growth areas in the South and West Urban and rural districts Specific content areas –Science (especially chemistry and physics) –Math –Special education –English language learning –Spanish (major or minor) Be practical and flexible

9. 9 Interviewing: What Are Districts Looking For? Knowledge of content area(s) as well as knowledge of how to help students learn An understanding of how to organize and manage a classroom A sincere interest in making a difference in students’ lives A variety of life experiences The ability to work with others Adaptability and flexibility

10. 10 Assessing a Prospective School: Things to Look For Commitment and leadership of the principal School mission School climate The physical plant The behavior of students Community support An induction program for teachers Resume and Interview Practice

11. 11 Competition for Minority Teachers Cultural minorities under-represented in teaching force (12% of teachers versus 33% of students) Serve as role models Help make home–school connections Provide alternate perspectives on effective instruction for cultural minority students

12. 12 Survival Skills for the First Year of Teaching Organization: maximizes time, which is always in short supply Classroom management: #1 concern of beginning teachers Effective instruction: increases motivation and decreases management problems Knowing students: shows caring and helps create productive learning environment

13. 13 Induction Programs Induction programs target specific needs of beginning teachers –Classroom management –Organization –District rules and procedures

14. 14 Mentoring Programs Mentors are experienced teachers who act as guides and provide –Emotional support –Assistance with mundane tasks like recordkeeping and grades –Feedback based on classroom observation

15. 15 Teacher Evaluation Formative: designed to provide helpful feedback Summative: designed to make administrative decisions about retention and promotion Find out WHAT and HOW at the beginning of your first year of teaching!

16. 16 Career-Long Professional Development Membership in professional organizations Become a teacher-leader –Serve on curriculum committees –Help establish policies on professional issues –Write grant proposals –Arrange school-business partnerships –Facilitate school-to-work activities Action research National Board Certification

17. 17 Issue Debates Your group will have three minutes to present your viewpoint. You will have one minute for rebuttal. You have the remainder of the class time to talk in your group and give assignments. You will also have the first 20 minutes of the next class period.